In reflection, this course provided me with the background information and steps that might have been taken in the development of my school district’s websites. I was not in any way involved in the selection of or initial start-up of our websites. However, I am currently involved in the support and training of all Campus Web Coordinators in the maintenance of their campus websites.
I feel that the exposure to the three competency areas of Web site design, development and site administration to be very helpful in forming an overall picture of web designing. I had never been exposed to the development of Web policy and governance, but of course was familiar with them in regards to already having them established and in place within our District Employee and student Handbooks.
As I worked on the assignment that included the fictional web hosting partner called NewSchoolSpaces.net, I was able to obtain guidance from my Director of Technology that really allowed me to gain fundamental competencies in the areas of project management, information architecture and site design; producing and managing content; and creating interactivity to enable effective communication.
As I previously mentioned, in my current position, I am expected to train and support CWCs in the maintenance of their campus websites. As such, what I have stressed to each one of them is that the most important practice for information architecture is organization. "Organizing your content is beneficial both to your site's visitors and those who maintain it" (Kaiser, 2006).
In my previous district, which is where I was at the time I took this course, they underwent a restructuring of their district website and also added campus websites three years ago. In addition to updating and adding campus sites, the district also hired a District Webmaster to maintain our district website and designated Campus Instructional Technologist (one per campus) to be in charge of maintaining their own campus website.
Never having to work on a website before, I found the process to be surprisingly manageable. What I feel was most beneficial was the overall layout of the informational architecture. From the district site and all other campus websites, there is a sense of uniformity that makes it easy for users to maneuver and locate information.
Now, in my role as a trainer of my district’s CWC’s I make sure to emphasize the purpose of a school website so that they are fully aware and accepting of what they are being asked to provide. Just as described in a blog posted on November 1, 2005 by Jeff Utecht, on his blog site titled, The Thinking Stick, the basic purpose of a school website is “To communicate what is happening in the school, and to allow parents, our clients, to see deeper into what is happening in the school they are sending their child to everyday.”
Another big idea or over arching concept that I make sure to stress, is “that technology can save time and effort, focuses people quickly and easily, and commands attention in a world of too many demands, distractions, and delivery systems” (Solomon, 2004, p. 48), so they must make the most of their websites and maintain them in a manner that is supportive of this ideal.
References
Kaiser, S. (2006). Deliver First Class Web Sites: 101 Essential Checklists. Collingwood: SitePoint.
In reflection, this course provided me with the background information and steps that might have been taken in the development of my school district’s websites. I was not in any way involved in the selection of or initial start-up of our websites. However, I am currently involved in the support and training of all Campus Web Coordinators in the maintenance of their campus websites.
I feel that the exposure to the three competency areas of Web site design, development and site administration to be very helpful in forming an overall picture of web designing. I had never been exposed to the development of Web policy and governance, but of course was familiar with them in regards to already having them established and in place within our District Employee and student Handbooks.
As I worked on the assignment that included the fictional web hosting partner called NewSchoolSpaces.net, I was able to obtain guidance from my Director of Technology that really allowed me to gain fundamental competencies in the areas of project management, information architecture and site design; producing and managing content; and creating interactivity to enable effective communication.
As I previously mentioned, in my current position, I am expected to train and support CWCs in the maintenance of their campus websites. As such, what I have stressed to each one of them is that the most important practice for information architecture is organization. "Organizing your content is beneficial both to your site's visitors and those who maintain it" (Kaiser, 2006).
In my previous district, which is where I was at the time I took this course, they underwent a restructuring of their district website and also added campus websites three years ago. In addition to updating and adding campus sites, the district also hired a District Webmaster to maintain our district website and designated Campus Instructional Technologist (one per campus) to be in charge of maintaining their own campus website.
Never having to work on a website before, I found the process to be surprisingly manageable. What I feel was most beneficial was the overall layout of the informational architecture. From the district site and all other campus websites, there is a sense of uniformity that makes it easy for users to maneuver and locate information.
Now, in my role as a trainer of my district’s CWC’s I make sure to emphasize the purpose of a school website so that they are fully aware and accepting of what they are being asked to provide. Just as described in a blog posted on November 1, 2005 by Jeff Utecht, on his blog site titled, The Thinking Stick, the basic purpose of a school website is “To communicate what is happening in the school, and to allow parents, our clients, to see deeper into what is happening in the school they are sending their child to everyday.”
Another big idea or over arching concept that I make sure to stress, is “that technology can save time and effort, focuses people quickly and easily, and commands attention in a world of too many demands, distractions, and delivery systems” (Solomon, 2004, p. 48), so they must make the most of their websites and maintain them in a manner that is supportive of this ideal.
References
Kaiser, S. (2006). Deliver First Class Web Sites: 101 Essential Checklists. Collingwood: SitePoint.
Solomon, G. (2004). E-communications 101. Technology & Learning, 24(11), 48, 50, 52, 54, 56, 58, 60.
Utecht, J. (2005). What is the purpose of a school website? The Thinking Stick. November 1, 2005.